| 雷雨帆.幼儿园半日活动中的师幼互动行为研究——基于滞后序列分析[J].陕西学前师范学院学报,2021,37(11):6-14 |
| 幼儿园半日活动中的师幼互动行为研究——基于滞后序列分析 |
| A Study on Teacher-Child Interaction During Half—Day Activities in Kindergarten Based on Lag Sequence Analysis |
| 投稿时间：2021-09-02 |
| DOI：doi：10. 11995/j. issn. 2095-770X. 2021. 11. 002 |
| 中文关键词: ：师幼互动行为 半日活动 滞后序列分析 |
| 英文关键词: teacher-child interactive behaviors half-day activities lag sequence analysis |
| 基金项目: |
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| 摘要点击次数: 896 |
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| 中文摘要: |
| ：师幼互动是幼儿园教学质量的重要因素，对幼儿发展起着重要作用。对北京市3所幼儿园中的师幼互动过程进行多次半
日观察，并对各种类型的教师互动行为和幼儿互动行为进行编码。采用滞后序列分析法绘制行为序列转换图，探究师幼互动的
行为模式。结果发现，认知激发在教师互动行为中占比最高，任务导向在幼儿互动行为中占比最高。师幼互动中存在较强的情
感和认知积极循环，教师和幼儿通过互动在情感和思想上的相互促进；师幼互动也存在管理的消极循环，班级秩序难以改善；此
外，同伴互动和教师的认知激发是促进幼儿参与任务的重要因素。研究进一步提出了相应的建议：增强师幼互动敏感性，营造
温暖关爱的园所情感环境；打破师幼互动消极循环，采用建设性协调策略；发挥同伴和教师的作用，促进幼儿参与任务。 |
| 英文摘要: |
| Teacher-child interaction is an important factor for the quality of kindergarten education and plays an important role in chil⁃
dren’s development. The teacher-child interaction process of 3 kindergartens in Beijing was observed for several half-days，and vari⁃
ous types of teacher interactive behaviors and child interactive behaviors were coded. Lag sequence analysis was used to draw a behav⁃
ioral sequence transformation map and explore the behavioral pattern of teacher-child interaction. The results show that cognitive acti⁃
vation accounts for the highest proportion in teacher interactive behaviors，while task-orientation accounts for the highest proportion in
child interactive behaviors.There are strong positive cycles of emotion and cognition in teacher-child interaction. Teachers and chil⁃
dren promote each other emotionally and cognitively through interaction. There is also a negative cycle of management in teacher-child
interaction，and it is difficult to keep order in class. In addition，peer interaction and teacher’s cognitive activation are important fac⁃
tors to promote children’s participation in tasks.The research further puts forward corresponding suggestions: enhancing the sensitivity
of teacher-child interaction and creating a warm and caring emotional environment in kindergarten; breaking the negative cycle of
teacher-child interaction and adopting constructive coordination strategies; making full use of the role of peers and teachers to promote
children’s participation in tasks. |
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